1. Educational Psychology: Developing Learners 6th edition
Group Differences
Chapter Four
Educational Psychology: Developing Learners 6th edition
Jeanne Ellis Ormrod

2. Group Differences Defined
Consistently observed differences (averages) among diverse groups of students (e.g., gender or ethnic background)
Great deal of variability within groups
Overlap between groups is common
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

3. Culture and Ethnicity What is culture? What is an ethnic group?
The behaviors and belief systems of a social group
Can be determined by participation in cultural activities
What is an ethnic group?
A group of individuals who have common historical roots, values, beliefs, and behaviors and who share a sense of interdependence
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

4. Navigating Different Cultures at Home and at School
Children entering school for the first time may experience culture shock.
Teachers can misinterpret students’ behaviors due to lack of understanding of the community’s cultural traditions.
Don’t rush students’ understanding
Encourage communication
Educate yourself about various cultural and ethnic backgrounds
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

5. Examples of Cultural & Ethnic Diversity in the Classroom
Language and dialect
When to talk, when to be quiet
Eye Contact
Personal Space
Questioning/ answering style
Waiting vs. interrupting
Private vs. public learning
Teasing
Cooperation vs. competition
Families
Use/conception of time
World views
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

6. The Multicultural Classroom
What is Multicultural Education?
Integrating perspectives and experiences of numerous cultural groups throughout the curriculum
Looking critically at our own assumptions
Incorporating the values, beliefs, and traditions of many cultures into the curriculum
Breaking down stereotypes
Acknowledging multiple cultural affiliations
Promoting productive interaction among students from diverse racial and ethnic groups
Fostering democratic ideals
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

7. Gender Differences Physical Activity and Motor Skills
Boys: More active
Girls: Better fine motor skills
Cognitive and Academic Abilities
Similar on IQ tests
Girls: Slightly higher verbal ability
Boys: Slightly higher visual-spatial ability
Boys have greater variability.
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

8. Gender Differences Achievement Motivation Sense of Self
Girls are more engaged and motivated to do well in school.
Boys are more willing to take academic challenges and risks.
Sense of Self
Self-worth similar until puberty
Boys stay high; girls drop.
Boys overestimate abilities; girls underestimate.
Girls’ high achievement motivation makes them more likely to choose tasks that ensure success….sometimes this means they choose less challenging fields to study.
Boys tend to overestimate their athletic ability and their physical appearance, whereas girls are particularly hard on themselves in regard to their physical appearance.
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

9. Gender Differences Interpersonal Behavior and Relationships
Girls have more intimate friendships; boys have larger playgroups.
Boys are more competitive.
Girls are more cooperative/affiliative.
Pay closer attention to emotions and nonverbal cues
As boys get older, they want to assert their heterosexuality (“can’t sit by you at the theater”)
Girls excel academically in same sex classrooms and in environments that encourage cooperation.
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

10. Gender Differences Classroom Behavior Boys Girls Career aspirations
More participatory than girls
More apt to be called on by teachers
Tend to ignore girls in cooperative learning groups
Girls
Not as likely to volunteer answers in large group discussions
Career aspirations
Gender stereotypes influence both boys’ and girls’ career aspirations
Girls report being worried that they will appear too smart OR are afraid to fail and give wrong answer.
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

11. Origins of Gender Differences
Biology
Hormones
Brain differences
Socialization
Gender stereotypes
Parenting (e.g., selection of toys)
Media
Peer Behaviors
Encourage traditional gender stereotypes
Teacher Behaviors
Pay more attention to boys
Give boys more feedback
Self-socialization
Gender schema theory—children construct their own beliefs about the traits and behaviors of males and females
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

12. Gender Stereotypes
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Sources: Kelly & Smail, 1986; Lueptow, 1984; Nash, 1975; Sadker & Sadker, 1994; Stein, 1971; Stein & Smithells, 1969.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

13. Promoting Gender Equity
Use your knowledge of gender differences to create equitable opportunities
Be on the lookout for gender stereotypes in texts, homework assignments, etc
Occasionally ask students to work in same-sex groups or pairs
Monitor yourself to see if you are unintentionally treating boys and girls differently
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

14. Socioeconomic Differences (SES)
SES is one’s general social and economic standing in society.
It includes income, parents’ occupations, and parents’ education levels.
Academic achievement is correlated with higher SES.
Lower SES students are at greater risk for dropping out of school.
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

15. Risk Factors of Poverty
Poor nutrition
Poor health
Miss more school
Inadequate housing
Risk of lead poisoning
Emotional stress
Many single-parent homes
Gaps in knowledge foundation
Lack of access to early educational opportunities to develop basic knowledge and skills
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

16. Risk Factors of Poverty
Less parental support/involvement
Lower-quality schools
Negative neighborhood influences
Public attitudes
Fewer resources to achieve long-term success
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

17. At-Risk Students
An at-risk student has a high probability of failing to acquire the minimal academic skills necessary for success.
High dropout rates are not just a characteristic of the student; schools play a significant role.
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

18. At-Risk Student Characteristics
History of academic failure
Older age in comparison to classmates
Emotional and behavioral problems
Lack of psychological attachment to school
Low-achieving peer group
Increasing disinvolvement with school
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

19. Why Do Students Drop Out?
No family or peer encouragement to stick with it
Dissatisfaction with school
Extenuating life circumstances
Lack of teacher support
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

20. The Resilient Student
Some at-risk and/or low-income students succeed against the odds.
Called “resilient”
Tend to have likeable personalities, positive self-concept, strong motivations, and set high goals for themselves
Secret may be having just one person who has faith in them, gives them respect, and is available to provide support
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

21. Supporting Students At-Risk
Identify at-risk students as early as possible
Create a warm, supportive classroom atmosphere
Make the curriculum relevant to students’ lives and needs
Communicate high, but realistic, expectations
Provide extra academic support
Show students that they are the ones who have made success possible
Encourage attachment to school
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition